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Lifespan Development > Test 3 > Flashcards

Test 3 Flashcards

1
Q

Cognitive development

A

a. Change in cognitive structures/understandings
b. Best exemplified by Piaget

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2
Q

Information processing

A

a. Intelligence is what we do when we process information
b. Some people are more “efficient” processors

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3
Q

The Psychometric Approach

A

a. Individuals differences exist in intelligence/cognitive ability and we can measure those differences
b. Best exemplified by IQ/Achievement tests

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4
Q

Modern IQ tests are based on the normal distribution curve

A

IQ test is a type of standardized test (SAT, ACT, etc.)

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5
Q

What is IQ tests reliability (or consistency)

A

o No test is perfectly reliable
o IQ tests have high reliability (holds across all demographic groups

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6
Q

What is IQ test validity

A

o Reliability is necessary but not sufficient for validity
o Validity: to what extent does the test measure what it purports to measure?
o Different ways to evaluating validity
 Predictive validity of IQ tests
 High school GPA

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7
Q

What do IQ tests not measure?

A

o Fixed capacity or potential
 We always measure performance, not potential at time of testing
 Performance is a function of many things
o Creative or divergent thinking
o Achievement motivation

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8
Q

Sternberg’s Triarchic Model
3 parts

A

 Analytic
* Apply strategies
* Task relevant
 Creative
* Solve novel problems
* Make processing skills automatic to free working memory for complex thinking
 Practical
* Adapt to..
* Shape…
* Reading people

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9
Q

Gardner’s Multiple intelligences

A

 Linguistic
 Logical-mathematical
 Visual-spatial
 Musical
 Kinesthetic
 Intra/Interpersonal (socio-emotional)
 Naturalistic
 Existential

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10
Q

Explaining differences in IQ- Evidence for heredity

A

o Twin studies most compelling
o Heritability of IQ are about .40 in childhood, .70-.80 in adulthood

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11
Q

Explaining differences in IQ- Evidence for environment

A

o Adoption studies
o Social class differences
 Working class children have lower IQ scores

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12
Q

o 5 things “intelligent” families do

A

 Interesting and complex learning environment
* Toys and games they play with
 Emotionally responsive to and involved with children
 Talk to children often
* If parents working double time then they cannot talk as much
* Mostly important for verbal communication
 Avoiding excessive punitiveness and restrictiveness
 High expectations for success

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13
Q

Reaction range principle

A

o Genes establish some range, some upper and lower boundaries of possible functioning
o Where an individual will fall within those boundaries is determined by environment

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14
Q

o You can only say within during

A

genetic differences

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15
Q

o You can say between during

A

environment

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16
Q

What is personality?

A
  • Patterns of enduring behavior, thought and affect that serve to distinguish one person from another
  • Psychoanalytic Theory (Freud)
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17
Q

o Eros

A

the life instinct

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18
Q

o Thanatos

A

the death instinct

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19
Q
  • Libido
A

part of the life instinct – energizes behavior

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20
Q
  • ID
A

governed by the pleasure principle (child)

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21
Q
  • Ego
A

governed by reality principle (adult)

22
Q
  • Super ego
A

conscience, duty, can be punishing (parent)

23
Q

oral stage

A

thumb sucking

24
Q

anal stage

A

potty training

25
Q

Phallic-Oedipal Complex stage

A

hands in pants

26
Q

Latency stage

A

Break period; Children go to school

27
Q

Genital stage

A

puberty

28
Q

Need a balance stages (managing psychic conflict)

A

if not balanced can result in fixation (oral fixation)

29
Q

Temperament

A

biological and genetically-based core of individual differences in style of approach and response to the environment that is table across time and situations

30
Q

Infant temperamental patterns

A
  • Basic activity level
  • Approach/positive emotionality
  • Negative emotionality
  • Inhibition
31
Q

Trait

A

an enduring quality that makes a person tend to act a certain way and Is relatively stable across situations (ex. Shy, hard-working, aggressive)

32
Q

OCEAN

A

o Openness
o Conscientiousness
o Extroversion
o Agreeableness
o Neuroticism

33
Q

Theory of mind

A

about age 3-5
o Realization of other people having different thoughts and beliefs

34
Q

Basic self-awareness/self-recognition

A

Happening around 18-24mo, being able to recognize self in mirror

35
Q

When asking a young child “who are you” how will they reply

A

concrete, physical attributes

36
Q

When asking an older child “who are you” how will they reply

A

psychological, inner traits

37
Q

When asking an adolescent “who are you” how will they reply

A

more abstract, differentiated

38
Q

Self esteem

A

how you feel about yourself

39
Q

What time of life does search of self peak?

A

Young adulthood (18-25)

40
Q

Healthy outcome according to Erikson

A

fidelity (being true to one’s self)

41
Q

Crisis

A

period of exploration, consciously considering alternatives

42
Q

Commitment

A

psychological investment in a course of action or ideology

43
Q

Identity Achieved Status

A

 + Crisis
 + commitment

44
Q

Moratorium Status

A

 +crisis
 - commitment

45
Q

Identity Foreclose Status

A

 - crisis
 + commitment
* Ex. Religion, parents choose career for you

46
Q

Identity Diffused Status

A

 - crisis
 - commitment

47
Q

Which status shows the best psychological adjustment/health?

A

Achieved status

48
Q

What about foreclosed? (adjustment/health)

A

Can be happy, but some personality traits are dogmatic and less open to new experiences, very stubborn

49
Q

Poorest outcome of identity status?

A

Diffused

50
Q

What happens to us in childhood impacts us for the rest of our lives - Who said that

A

Freud

Lifespan Development (2 decks)

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